Disabilities Support Program Program Review

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Disabilities Support

Program

Program Review

Evergreen Valley College

2011-2012

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Mission Statement... 3

Program Description... 3

List of Staff, Titles and Descriptions... 4

External Contributing Factors... 5

External On-Campus Factors... 5

Internal Factors... 6

Student Learning Outcomes (SLOs)... 7

Program Strengths... 7

Program Weaknesses... 7

Program Goals.……... 9

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The mission of the Disabilities Support Program (DSP) is to enable a diverse population of students with a broad spectrum of disabilities to participate in and access all aspects of the college community. The DSP provides support services, and classes in adaptive P.E. and individualized instruction to students with disabilities to enable them to be fully integrated, productive and assertive participants in their own educational process. The Disabilities Support Program is committed to accessibility for all students.

Program Description

The Disabilities Support Program provides support services, and classes in adaptive P.E. and individualized instruction for students with disabilities who are attending Evergreen Valley College. A variety of support services are available including specialized academic and vocational counseling, priority registration, interpreting or captioning services for the deaf, limited tutoring, note-taking, test proctoring (including extended time and use of adaptive computer hardware, software and equipment), mobility aids, and the provision of print materials in alternate formats. The DSP has an extensive array of specialized equipment, hardware and software that can be used by and is often loaned out to our students, in an effort to accommodate their individual disability-related needs.

Computers loaded with adaptive software are available to students who are unable to access the screen and/or keyboard, or perform word processing in the traditional manner. Other equipment and aids are also available for student use, such as tape recorders, UbiDuo (for deaf students), special color overlays (for students with light sensitivity), etc. Limited training is provided in assistive hardware/software to meet the unique needs of students.

Two classes are offered in adaptive physical education. Individualized Instruction (II 210) is also offered, which is an open enrollment, zero unit lab, where students receive one-on-one

tutoring and specialized group workshops in basic skills, study skills, and in academic subject areas. Tutors are specially trained and supervised by DSP faculty, and utilize special techniques and strategies.

Services offered through the Disabilities Support Program comply with Section 504 and 508 of

the Federal Rehabilitation Act of 1973 as amended, Title V of the State of California Education

Code, and the Americans with Disabilities Act of 1990 as amended.

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The current Disabilities Support Program Staffing is as follows:

1. Robin Salak, Instructor/Coordinator – responsible for coordinating the department’s day-to-day operations, which include budget, policies and procedures, MIS, coverage, test proctoring, deaf and hard of hearing coordination, and High Tech Center

coordination. She represents the department on and off campus. She meets with new and continuing students, assisting them through the matriculation process and

authorizing accommodations based on verified individual disabilities. She also meets with faculty, staff and administrators concerning disability-related issues. Robin oversees II 210 (Individualized Instruction/tutoring). She is a full-time (32.8 hours/week), permanent faculty employee (1.0 FTE).

2. Leslie Williams, Counselor – responsible for assisting students through the matriculation process and for authorizing accommodations based on verified individual disabilities.

She is a full-time (32.8 hours/week), permanent faculty employee (1.0 FTE).

3. Janet Clair, Adjunct Adaptive P.E. Specialist – responsible for teaching adaptive PE courses for students with disabilities. She works .30 FTE (faculty) per semester. The DSP no longer offers summer classes.

4. Armando Echeverria, Adaptive P.E. Instructional Support Assistant I – responsible for assisting the adaptive PE instructor in the classroom. He is a permanent Classified employee, working .146 FTE annually. He works 6 hours/week during the fall and spring semesters.

5. Fred Delvey, Adaptive Media Technology Specialist – responsible for training students and staff with alternate media software and equipment and for providing alternate media such as Braille and closed-captioning. He is a full-time, permanent Classified employee, working 40 hours/week, 12 months/year (1.0 FTE).

6. Debbie Collins, Staff Assistant III – responsible for providing clerical support for the day- to-day office operations. She is a full-time, permanent Classified employee, working 40 hours/week, 12 months/year (1.0 FTE).

Note: Supervisor for the DSP is Tammeil Gilkerson, Dean of Counseling and Matriculation.

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The most impactful external contributing factor for the DSP is the current national and state budget crisis. The DSP has suffered huge cuts to its program, resulting in a loss of the following positions:

1. One full-time L.D. Specialist (Faculty).

2. Three adjunct faculty.

3. One full time, 12 month Assistive Services Specialist (Classified).

4. One full time, 12 month Staff Assistant II (Classified).

5. Two 20 hours per week Lead Support Instructional Assistants (Classified) – one was a 10 month employee and the other was an 11 month employee.

The devastating cuts to the DSP’s budget and resulting loss in staffing forced the DSP to

completely change the way in which it provides services to students. Student appointments are primarily conducted in groups, one-on-one tutoring is extremely limited, L.D. testing is no longer conducted, hours of operation have been reduced, and the DSP no longer offers any special courses other than the two remaining adaptive P.E. courses, and II 210 (an open enrollment, zero unit lab, where students receive one-on-one tutoring and specialized group workshops in basic skills, study skills, and in academic subject areas).

The remaining DSP staff members are extremely dedicated and hard-working, and make every effort to assist students above and beyond the minimum legal requirements ; however, due to the huge budget cuts, it is no longer possible to help every student in the same manner they were helped previously. This has resulted in over-worked and overwhelmed staff members, and has caused some frustration on the part of DSP students, DSP staff members, and college personnel.

The number of students served with four or more contacts dropped considerably from 2010- 2011, most likely in large part due to the budget/staffing cuts.

Other important external contributing factor for the DSP are the laws that protect people with disabilities, specifically Section 504 and 508 of the Federal Rehabilitation Act of 1973 and its amendment of 1998, Title V of the State of California Education Code, and the Americans with Disabilities Act of 1990.

External On-Campus Factors

There are a number of external on-campus factors that affect the DSP, both positively and negatively. The most impactful external on-campus contributing factor for the DSP is the

current District budget shortfall, and the declining support of the DSP by the District, in terms of

college effort and funding priorities.

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1. Campus location which is somewhat isolated from the rest of Silicon Valley.

2. Accessibility with the old facilities such as elevators that break down and classrooms that cannot be accessed due to steps at their entrances.

3. Lack of vocational programs as compared to other local community colleges.

4. High turn-over rate with administrators.

5. Lack of District/College policies that affect DSP students, such as an emergency preparedness policy, substitution/waiver policy for students with disabilities, a fundamental alterations policy and committee, and an electronic and information technology (E&IT) policy.

Some of the positive factors are:

1. The beauty of the campus with its park-like setting, which is surrounded by rolling hills and boasts a duck and geese pond.

2. Dedicated faculty, classified staff and administrators.

Internal Factors

Unfortunately, due to huge budget cuts, the DSP has recently lost eight key positions (see External Contributing Factors). DSP staff members have been overworked (and overwhelmed at times), DSP students do not receive as much one-on-one time as they have in the past (causing some frustration), L.D. testing is no longer offered, there has been a reduction in the hours of operation, and DSP special courses are no longer offered other than the two Adaptive P.E. courses and II 210 (open enrollment, zero unit labs, where students receive limited one-on- one tutoring and specialized group workshops in basic skills, study skills, and in academic subject matter). The huge cuts in the DSP budget came from the State grant funding, college effort, VTEA/Perkins IV and MAA funds.

The number of students served with four or more contacts has dropped considerably from 2009-2010 to 2010-2011. The budget/staffing cuts have caused students to leave EVC and go elsewhere, because the DSP is not able to provide as much assistance as in previous years, and with fewer staff members, the DSP has found it extremely difficult to adequately capture all student contacts. In addition, there has been zero marketing/recruiting since 2008-2009.

On the positive side, the leadership of the DSP has been consistent for the past 3.5 years, with

the same Dean and V.P. of Student Affairs. The DSP has also had the same Coordinator for the

past 6.5 years, the same Counselor for the past 5.5 years, the same Adaptive Media Technology

Specialist for the past 7 years, and the same Staff Assistant III for the past 4.5 years. In addition,

the Adaptive P.E. (APE) instructor has been the same for the past 12.5 years, and the APE Aide

has been here for the past 14 years.

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Student Learning Outcomes (SLOs)

Student Learning Outcomes have been revised consistently over the past several years with input from all DSP staff members and the Student Services Council. Our SLO’s are as follows:

1. DSP students will be able to identify their disability (ies).

2. DSP students will be able to identify 2+ of their functional/educational limitations.

3. DSP students will be able to name 2+ accommodations provided by the DSP.

4.

80% of DSP students will utilize DSP services 2+ times per semester.

SLO Assessment Data and Plan for Improvement:

SLO’s 1-3 were assessed in Fall 2011 using surveys completed by 32 students. As a result, student survey questions were revised in May 2012 to include accuracy in identification of disability and functional limitations. Additional action item includes the counselor and/or coordinator placing greater emphasis on using accommodations as a tool for academic success.

SLO 4 is pending data analysis captured from MIS results.

For greater detail and analysis, view the DSP program matrix, linked below.

 To view our online SLO and Assessment Matrix, go to:

http://www.evc.edu/slo/examples/student_services/DSP.pdf

 To view our online SLO Survey, go to:

http://www.evc.edu/slo/examples/student_services/DSP_survey.pdf

Program Strengths

The following is a list of program strengths:



Experienced and skilled staff that are friendly and knowledgeable.



Student-centered program with committed staff.



Consistent leadership for the past 3.5 years (same Dean and V.P. of Student Affairs)



With the remaining DSP employees, the staffing has been consistent (same Coordinator for the past 6.5 years, same Counselor for the past 5.5 years, same Adaptive Media Technology Specialist for the past 7 years, same Staff Assistant III for the past 4.5 years, same adjunct APE instructor for the past 12.5 years, and same APE Aide for the past 14 years).



HTC has ample space, is housed within the DSP and is well equipped with up-to-date technology and equipment.



Increased positive reputation with the campus community.

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

Participated with seven other on-campus Special Programs in the third annual Special Programs Awards Ceremony at EVC.

Program Weaknesses

The following are some of the weakness that affected the program:



Devastating cuts to our budget from all sources – State grant, college effort, VTEA/Perkins IV, MAA.



Recently lost eight key positions (see External Contributing Factors).



DSP staff members have been overworked (and overwhelmed at times), and morale has decreased.



DSP students do not receive as much one-on-one time as they have in the past (causing some frustration), their wait time to be helped is typically longer, and appointments are not readily available.



Limited career counseling and employment focus.



L.D. testing is no longer offered.



Reduction in the hours of operation and block testing schedule.



Reduction in tutors and tutoring.



DSP special courses are no longer offered other than the two Adaptive P.E. courses and II 210.



DSP Advisory Committee no longer meets face-to-face, due to lack of staffing, funding, and time. Instead we conduct “virtual meetings” via e-mail.



Number of students served with four or more contacts has dropped considerably from 2009-2010 to 2010-2011.

o In 2009/2010, 884 DSP students with 4 or more contacts were served.

o In 2010/2011, 411 DSP students with 4 or more contacts were served.

 We served 473 fewer students with 4 or more contacts in 2010/2011 as compared to 2009/2010. This is a drastic decrease. Part of the reason for this is that we began capturing contacts using a different system, and many of our contacts weren’t reported due to glitches in this different system. It is also a result of offering no special classes in 2010/2011, and completely stopping the recruiting of DSP students three years ago.



Funding for the DSP has been greatly reduced. Our total Categorical funding (State funding) is primarily based on the previous year’s students served with 4 or more contacts.

o In 2010/2011, our Categorical funding was $325,821.

o In 2011/2012, our Categorical funding was $307,657.

 The DSP received $18,164 less in Categorical funding in 2011/2012 as compared to 2010-2011.

o In 2010/2011, the DSP received $7,222 in Perkins IV funds (formerly VTEA).

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to 2010/2011.

o In 2010/2011, the DSP received $250,707 in College Effort funds.

o In 2011/2012, the DSP received $114,357 in College Effort funds.

 The DSP received $136,350 less in College Effort funds in 2011/2012 as compared to 2010/2011.

o The DSP receives nominal funding for its participation in Medical Administrative Activities (MAA).



DSP Coordinator no longer attends vital annual CAPED conference, due to budget cuts.



DSP faculty and staff do not attend conferences, other than those offered free of charge. Even then, due to staffing cuts, it’s difficult to arrange, and often does not occur.



Limited faculty coverage during intersession and summer session, and difficult to schedule.



Lack of District policies make it difficult to provide accommodations and services in a timely manner. Such District policies are:

o Substitution/waiver policy for students with disabilities.

o Fundamental alterations policy and committee.

o Electronic and Information Technology (E&IT) Policy

Program Goals

1. Provide accommodations and services to students with Disabilities at Evergreen Valley College, despite budget/staffing cuts.

Activities to be undertaken to Accomplish Goal

a. Continue to advocate for College Effort funds, since the College and District are bound by State and Federal law to provide appropriate services to students with disabilities, regardless of State funding.

b. Continue to participate in Medical Administrative Activities and advocate for more funds for this participation.

c. Continue to advocate for Perkins IV (formerly VTEA) funds.

d. Streamline procedures and forms, including our Student Educational Contracts (SECs).

e. Revise, implement and evaluate Student Learning Outcome Surveys.

2. Continuously educate the campus community, to ensure understanding and acceptance regarding disability issues, adherence to the laws that protect the rights of students with disabilities, and following DSP procedures.

Activities to be Undertaken to Accomplish Goal

a. Present at Division Meetings.

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3. Meet with DSP Advisory Board, a minimum of once per academic year.

Activities to be undertaken to Accomplish Goal

a. Title V relaxed the way in which the DSPS Advisory Board must meet; therefore, we will continue to hold annual “virtual” e-mail Advisory Board meetings.

b. Create an agenda, Minutes from previous year, set up and conduct meeting(s).

4. Stay abreast of all issues (legal and otherwise) concerning DSP&S.

Activities to be undertaken to Accomplish Goal a. Read and participate in Listserve Discussions b. Read articles

c. Attend Region IV Coordinator’s meetings when possible

5. Continue to minimally recruit during on-campus events only, since the DSP is no longer actively recruiting outside of EVC due to a huge decrease in budget and staffing.

Activities to be undertaken to Accomplish Goal

d. Participate in Early Admission Program (Day at the Green)

e. Collaborate with ESUHSD for special tours

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Evergreen Valley College

2010-2011

Program Vice President of Academic Affairs: Keith Aytch

Contributors:

Amalia Alvarez Cynthia Burnham Elaine Ortiz Kristich

Guillermo Castilla Mirella Medina Burton

Alfred Gonzalez

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Raquel Rojas Jorge Vallin

Program Review Self Study

The Enlace Program Review is different in approach and content from the program reviews of most disciplines and programs. For example, because of the unique circumstances which led to the genesis of Enlace and because of the non-traditional nature of Enlace, the faculty and staff of Enlace believe including in this program review a detailed description of the theoretical basis of Enlace is necessary. Our program review includes a relatively detailed discussion of the central Enlace organizing principles which define and differentiate Enlace and which serve as the basis for strategic program planning. Furthermore, we believe Enlace Latin@ student success rates can be fully understood and evaluated only when compared to the success rates of Latin@ students in non-Enlace courses.

Evergreen Valley College Mission

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empower students to expand their human potential and to succeed in a global, multicultural society. We prepare students of all ages and backgrounds for balanced and productive lives, so they can ultimately improve the workforce and quality of life in our communities.

students; however, at EVC there were no institutional strategies in place to address this problem. In fact, at that time the college did not collect disaggregated data to track student course success rates or course persistence rates. In response to the low academic success of Latin@ students, Enlace was created as a non-traditional approach to Latin@ student success, an holistic approach sensitive to the experiences, strengths, and needs of Latin@ students. Enlace combines a culturally and linguistically responsive teaching and counseling pedagogy with structured community participation.

In 1983 Enlace, with its mission of accelerating Latin@ student success, offered one English course each semester, supplemented by counseling and community mentorship.

By 1989, two new instructional components were added, math and science, increasing the Enlace course offerings to four classes each semester. In addition, community participation was formalized in 1989 with the establishment of the Enlace Mentor Advisory Council (EMAC), which now serves as the voice of 65 community mentors.

In response to the expanding needs of Latin@ students, Enlace currently offers during the fall, spring and summer sessions a total of 24 sections in English, math, science, and guidance at the basic skills and transfer levels, supported by Enlace counseling, mentoring, and extracurricular activities. Since 2005, Enlace growth has been the result of increased institutional support augmented significantly by external funds, most recently by two Title V Developing Hispanic Serving Institutions grants, for which one Enlace faculty has served as the principal investigator.

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The Enlace Program represents an alternative approach to meeting the educational needs of EVC Latin@ students. The Enlace staff, in collaboration with its community advisory board, has created an academic, counseling, and mentoring model based on a culturally responsive teaching (CRT) approach to enhance Latin@ students’ navigation between their homes, community, and Evergreen Valley College.

With the Latin@ student population ranging from 27%-33% of the total every semester since 2000, EVC qualifies as an Hispanic Serving Institution (HSI), eligible to apply for federal grants, such as the Department of Education Title V Developing Hispanic- Serving Institutions program. Dr. Estela Mara Bensimon, Co-Director and Professor of the USC Center for Urban Education (CUE), argues that “Hispanic Serving Institutions [should] integrate their Hispanic Serving identity into their processes and procedures.”

According to Bensimon, being an Hispanic Serving Institution (HSI) means considering

“targeted” adaptations to curricular design, academic and support services to increase Latin@ retention and persistence. Enlace represents one EVC “targeted” response to the persistent Latin@ student achievement gap.

A1. EVC’s Commitments to Action (CTA) Student Centered

 Improve Access

 Curriculum & Program Development

 Services

Organizational Transformation

 Build Community

 Employee Development

 Transparent Infrastructure

Community Engagement

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 Develop Strategic Partnerships

 Bring the College to the Community

A.2 Enlace Program Commitments to Action 2007-2008 Student Centered

 Conduct a student success conference * Completed

Community Engagement



Visits to community/ non-profit organizations to promote Enlace and EVC

*Completed

 Serve on college standing committees *Completed

Enlace Program Commitments to Action 2008-2009

Student Centered

 Conduct Latin@ student Leadership workshops * Completed

 Provide SJSU Writing Skills Workshops * Completed

 Conduct Enlace Fall Academy Conference *Completed

 Offer an additional Enlace Math 11A section * Completed

 Community Building: Participate in La Raza Round Table, Cinco de Mayo, Latin@ Heritage Month events, Day on the Green, Transfer Day, Teaching & Learning Center workshops * Completed

 Employee Development: Attend conferences, professional development activities and instructional innovation workshops. * Completed

 Transparent Infrastructure: Share ideas with AFFIRM & ASPIRE Completed*

Community Engagement

 Participate in Project Alcanzar * Completed

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A3 Enlace meets the overall CTA of the college & areas for improvement

 Successful to matriculate and retain Latin@ students (CTA: A1 & A3)

 Enable Latin@ students to successfully complete the Enlace English, Math,

Science, and Guidance courses (CTA: A2)

 Increase the number of Latin@ students who graduate with an Associate of Arts or Associate of Sciences degree (CTA: A1,2 & 3)

 Increase the number of Latin@ students who transfer to four-year colleges and

universities (CTA: A1 & 3, B1 & C2)

 Create a cadre of Latin@ student leaders committed to equity, diversity, and

social justice (CTA: A, B & C3)

 Areas of Improvement: Replace the vacant Enlace Program Specialist position.

Revise and upgrade the Enlace Mentor program. Develop a strategic plan for the Enlace Program. Enhance scholarship opportunities.

A4. Identify Unmet Goals, Accomplishments and New Initiatives

 The Enlace Program Specialist vacancy has created a detrimental void to serve the Enlace student population. Enlace reorganization under review see part F

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 Include information literacy student learning outcomes and activities in the English composition curriculum.

 There is a need to revise the mentor orientation. A plan to incorporate the mentor orientation is currently under review.

Accomplishments:

 Include career exploration activities in the English, math, and science curriculum

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 Develop new extracurricular and co curricular activities

 Increase supplemental instructional support in the form of instructional support assistants and peer tutors

 Continue research in accelerating Latin@ student success

 Enhance Enlace faculty professional development opportunities New Initiatives:

1. Develop an Enlace Strategic Plan for program sustainability

2. Create new networks with industry and community based organizations 3. Improve existing partnerships with educational and community-based

organizations, including the East Side Union High School District, San José Unified School District, California Community Partners for Youth, Latino College Preparatory, Downtown College Preparatory, San José State University, National Hispanic University, Center for Training and Careers 4. Develop grant proposals for continued external funding to facilitate program

expansion

5. Seek community sponsors to increase student scholarship opportunities 6. Teach information literacy to Enlace Students and increase it yearly.

A5. Goals and focus of Enlace, comprehensive academic offerings, and priorities

As the result of strategic planning conducted in 2008, Enlace has identified medium range goals based on the Enlace staff’s analysis of EVC Latin@ student needs and on a scan of internal and external factors. These goals include:

 Expanding the program by offering more sections of existing courses and adding new courses. The focus is on developmental and transfer courses in disciplines critical to student success (gateway courses)

 Increasing Enlace faculty

 Upgrade the Student Mentor Orientation/segment

A6. Current student demographics

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1. The percentage of Latin@ students enrolled in Enlace courses has remained fairly constant, from 72% to 82%.

2. The ratio of Latina students, ranging from 56%-65%, to Latino students, ranging from 35%-45%, has remained constant.

Enlace Cumulative Data for Spring 2004-Fall 2009

1. Total number of sections: 121

2. Total number of students: 3344 3. Number of Latin@ males: 995 4. Percentage of Latin@ males: 39%

5. Number of Latin@ females: 1592 6. Percentage of Latin@ females: 61%

7. Total number of Latin@ students: 2595 8. Percentage of Latin@ students: 77%

9. Success rate for Latin@ students: 80%

10. Success rate for other Enlace students: 79%

Enlace Cumulative Data for Spring 2004-Fall 2009

 Total number of sections: 121

 Total number of students: 3344

 Number of Latin@ males: 995

 Percentage of Latin@ males: 39%

 Number of Latin@ females: 1592

 Percentage of Latin@ females: 61%

 Total number of Latin@ students: 2595

 Percentage of Latin@ students: 77%

 Success rate for Latin@ students: 80%

 Success rate for other Enlace students: 79%

A7. Enrollment patterns/Students Served

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and extracurricular activities reflects the comprehensive, holistic approach to student success. For example, For Fall 2008, Spring 2009, and Summer 2009:

 Students enrolled in 24 Enlace classes: 702

 Students served by the Enlace Counselor: 1250

 Students served by Enlace Math Instructional Assistant: 245

 Students who met with Enlace community mentors: 88

 Students participating in Enlace Student Organizations: Enlace Honors Society, Enlace Student Association, and Society for the Advancement of Chicanos and Native Americans in Science (SACNAS): 150

 Students attending the Enlace Academic Spring Success Conference: 230

 Students attending Enlace seminars and workshops on university preparation, SJSU writing placement, Leadership, Peer Mentoring/Tutoring training: 150

Cumulative Data for Spring 2004-Fall 2009

 Enlace offers courses in Spring, Summer, and Fall. During the past five

years, there has been a significant increase in the number of Enlace sections offered in one year (Spring, Summer, Fall), from a low of 14 sections to a high of 27 sections.

 There has been a 70% increase in the number of students enrolled

annually in Enlace courses, from 402 students to 702 students.

 Total number of sections: 121

 Total number of students: 3344

The ethnic breakdown of students enrolled in Enlace classes and of students receiving Enlace counseling support remains constant, ranging from 75% to 90% Latin@s, with the remaining percentage reflective of the college’s student demographics. The age and gender distributions for Enlace students parallel the distributions for the college.

Cumulative Data

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Number of Latin@ females: 1592 Percentage of Latin@ females: 61%

Total number of Latin@ students: 2595

A8. Program productivity ~ The Enlace Model

Enlace, as a conceptual model, rests on the primary premise that EVC Latin@ students achieve academically at significantly higher rates when meaningful programmatic and institutional changes are implemented. Three central organizing principles, the result of the Enlace experience and of external research, inform the Enlace model.

1. Intentionality of Program Efforts

As stated by Dr. Deborah Santiago, Co-founder and Director of Policy of Excelencia in Education, “serving Latino students is about intentionality”. It means knowing and reflecting the profile of EVC Latin@ students and of the community. It means knowing and reflecting the performance of Latin@ students and identifying their strengths and needs. It means “considering targeted adaptations to curricular design, academic and support services” to increase Latin@ retention and persistence. Enlace has a clear intentionality of program efforts as reflected in the program’s “targeted” goals, objectives, and strategies.

2. Equity Cognitive Frame

The equity cognitive frame, as described by Dr. Estella Mara Bensimon, is characterized by “a critical stance that interrogates the educational status quo” which produces student achievement gaps. “Equity-minded” individuals realize that exclusionary practices, institutionalized racism, and power asymmetries have a negative impact on opportunities and outcomes for Latin@ students. According to Bensimon, these institutional practices have a cumulative effect of placing Latin@s and other underrepresented and underserved groups at a disadvantage. Equity-minded Enlace staff and Enlace community mentors, rejecting the deficit model of Latin@ student performance, counter with equity cognitive frame educational model, which asserts that students are more

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a necessary condition for student success, or as is sometimes noted, “no one rises to low expectations.” Students, especially those who have been historically excluded from or underserved by educational institutions, are affected by the campus expectational climate and by the students’ perceptions of the expectations faculty and staff members hold for the students’ performance. The equity cognitive frame unifies and fortifies Enlace faculty, staff, and community mentors.

3. Cultural Integrity/Cultural Validation/Cultural Competence

Dr. William Tierney’s model of student success is based on the principle of “cultural integrity- affirming, honoring, and incorporating the individual’s identity into the institution.” According to Tierney, Professor of Education at USC, institutions successful in “integrating, educating, retaining, and graduating their students are responsive not only to the academic needs, but also to the social and cultural needs of their constituents.” Similarly, Dr. Deborah Santiago recommends as a best practice for Latin@ students that institutions create services and programs that “integrate Latino culture and enhance Latino students’ navigation between their homes, community, and schools”. Dr. Geneva Gay, Professor of Education at University of Washington, promotes culturally responsive teaching (CRT), which she describes as “using the cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant to and effective for them. It [culturally responsive teaching] is culturally validating and affirming.” This principle is reflected in the Enlace faculty/staff/mentor profile - culturally competent individuals who understand, value, and respond to the social, cultural, and educational experiences of Latin@ students. The synergy of intentionality, equity cognitive frame, and cultural integrity creates the leitmotif of Enlace.

A9. Enlace Program Success Rates and Patterns

The first study of Enlace student course success was conducted in 1986 by Enlace faculty, comparing the course success rates of Latin@ students enrolled in Enlace English courses to Latin@ students enrolled in non-Enlace English courses. The results

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by increasing the number of English sections offered and by adding math and science courses. Subsequent student course success and persistence studies compiled by the District Office of Research and Institutional Effectiveness (RIE) continue to support Enlace Program expansion to help meet increasing Latin@ student needs and to help close the Latin@ student achievement gap.

Enlace Math, Science, and English Course Success Rates

RIE data demonstrate the singular effectiveness of Enlace over time. For instance, the Enlace success rates for math, science, and English courses from Fall 2005 to Fall 2008 range from 7% to 28% greater than the success rate of Latin@ students enrolled in the general math, science, and English courses. Because Enlace represents a programmatic response to the achievement gaps experienced by EVC, a detailed discussion of the scope and depth of the achievement gaps in course success, persistence, and transfer is warranted to understand the institutional impact and effectiveness of Enlace.

Latin@ Student Achievement Gap at EVC

RIE data compiled over time reveal that EVC Latin@ students consistently place at the bottom of most measures of academic success. As RIE notes, “Hispanics and African American students continue to have lower success rates than Asian, Caucasian, and Other students”. For example, fall 2007 the college course success rate (including Latin@ students) was 71%, while the course success rate for Latin@s was 62%. In 2008 the cumulative grade point average (GPA) for Latin@s was significantly lower than the GPA for other students. The GPA for Whites was 2.75, for Asian/Vietnamese 2.73, but for Latin@s the GPA was only 2.29 – almost half a grade point lower than the GPA of the other groups.

A significant achievement gap in course success rates persists for EVC Latin@ students in math, science, and English - requisite courses for program completion and transfer.

In fall 2008, with a seat count of 1,917 (33% of the total) the Latin@ success rate in

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With a seat count of 1,686 (34% of the total), the overall Latin@ success rate in math and science courses was 51% while the success rate for Whites was 62% and 73% for Asian/Vietnamese. Since Latin@s comprise the largest individual student group in the Language Arts Division and Math and Science Division, their low success rates warrant immediate and continued attention by Enlace and the college.

EVC students place in developmental math and English by means of assessment tests.

From Spring 08 to Spring 09, only 15% of all students who took the math assessment test placed in transfer level math courses, and only 18% scored high enough on the English test (excluding ESL placement) to be placed in transfer level English. Latin@

students test into developmental courses at a rate greater than most other students.

Although Latin@ students constitute 33% of the student population, Latin@s comprise slightly more than 40% of the students enrolled in developmental courses. This overrepresentation is significant given that longitudinal studies document that the more developmental courses students are required to take, the less likely those students are to succeed, persist, and transfer.

Low Persistence Rates for Hispanics

The low course success rates for Latin@s, coupled with early entry points in the math and English course sequences, contribute to low persistence rates for Latin@s. In one cohort of 72 Latin@ students enrolled in a math course three levels below transfer level, only 11 eventually enrolled in a transfer level course. Of the 11, seven passed; in effect,

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entered the math pipeline.

Enlace Course Success Rates

RIE studies demonstrate that the course success rates for Latin@ students enrolled in Enlace courses historically have been higher than the success rates for non-Enlace Latin@ students.

The successes of Enlace math courses are particularly noteworthy. Fall 2008, four sections of developmental Enlace math, with a total enrollment of 123 Latin@ students, had a success rate of 67%. Other Latin@ students enrolled in non-Enlace math courses had a success rate of only 47%. In Math 13 the difference in success rates was a startling 30%, a 79% success rate for Latin@s in Enlace Math 13 compared to a 49%

success rate for Latin@s enrolled in non-Enlace Math 13 courses.

Chicano/Latino Enlace Other Chicano/Latino

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Math 11A 60 36 60% 229 98 43%

Math 13 39 31 79% 259 126 49%

Math 310 24 16 67% 116 57 49%

Total F08 123 83 67% 604 281 47%

Future Enlace Curricular Development and Program Modification.

 Data comparing Enlace Latin@ student success and persistence rates to non- Enlace Latin@ student success and persistence rates argue cogently for expansion of Enlace course offerings. Enlace is a high leverage point on campus for accelerating Latin@ student success. Increases in the number of students enrolled in Enlace classes, supported by concomitant increases in Enlace services, will have a predictable, favorable impact on the overall college success and persistence rates for Latin@s. Immediate plans for Enlace program expansion include adding the following courses: English 330, English 1B, and Math Business Statistics

 Enlace is currently planning for significant innovative modifications to its curriculum. For example, two Enlace English composition instructors are

collaborating with a Library instructor to develop coordinated information literacy student learning outcomes and activities for Enlace English 104 and Enlace English 1A. Also, Enlace instructors are collaborating with the EVC Work Experience Coordinator to include a range of career exploration curricular and extracurricular activities in Enlace English, math, science, and counseling classes.

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supplemental instruction (SI) support system for Enlace math, science, and English students.

A10. Enlace Program Community Advisory Boards

The Enlace Mentor Advisory Committee (MAC) is a valuable resource for Enlace and EVC. In 1989, Enlace community mentors established the Enlace Mentor Advisory Committee initially to provide community support and advocacy for the mission and goals of Enlace. The MAC, composed of civic and career leaders, has developed into an important source of community input for Enlace Program evaluation and strategic planning. MAC activities also include raising funds for scholarships and providing networking opportunities for Enlace students. In 2005 and 2008, the MAC provided persuasive community impetus and support for Enlace faculty to develop two successful Title V HSI grant applications. Dr. George Castro, a MAC member since 1989, served as Co-Principal Investigator for the EVC to SJSU Title V HSI Cooperative project, 2005- 2010.

Part B: Enlace Curriculum

B1. Identify all courses offered in the program and describe how the courses offered in the program meet the needs of the students and the relevant discipline(s).

Enlace currently provides courses in developmental and transfer level English, math, science, and guidance, serving approximately 30% of the Latin@ students enrolled in those courses during the day. These Enlace courses, called the Enlace cognitive core, are at the heart of students’ academic success in college. The relevancy includes student success by meeting their educational goals.

B2. Enlace program remains current

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content disciplines but also in best practices for Latin@ students. During regular Enlace Program meetings, Enlace faculty and staff exchange ideas generated from their individual research and practice. This cross disciplinary exchange of ideas on pedagogy, retention, class management, and other items challenge and invigorate the faculty, which in terms keeps the Enlace approach and strategies current and relevant.

In the development of two Title V HSI grant proposals, Enlace staff conducted extensive research in a wide range of topics, including

 critical race theory (CRT)

 Latino and Latina Critical Legal Theory (LatCrit)

 critical pedagogy

 cultural competence

 culturally responsive teaching (CRT)

 problem-based learning (PBL)

 enrollment management

 student data collection

 early alert

 information literacy (IL)

 career exploration

 learning communities

 learning cohorts

 cooperative learning

 community based learning

 classroom assessment techniques

 student learning outcomes

 writing across the curriculum (WAC)

 appreciative inquiry (AI)

 student learning outcomes (SLO)

 technologically enhanced instruction

 extracurricular and co curricular activities

 supplemental instruction

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In addition, the Enlace Faculty has attended relevant conferences to remain current, including the following:

 Hispanic Association of Colleges and Universities National Conference (HACU)

 Title V HSI Best Practices Conference

 National College Access Network Annual Conference

 U.S. Congressional Hispanic Caucus Forum on Hispanics in Post-Secondary Education

 National Association of Chicana/o Studies (NACS) Conference

 SACNAS Annual Conference

 California Mathematics Council of Community Colleges Conference

 Computing, Control, and Engineering International Conference.

 White House Hispanic Community Action Summit

 Latina Leadership conference

 Northern California community Reading Association

 On-Line Teaching Conference

 National Race & Ethnicity in American Conference

 UC & CSU Counselor Conferences

 Tomás Rivera Policy Institute Conference

B3. Enlace course outlines

All course SLO’s/outlines have been updated.

English 330, Improvement of Writing 12/08/12

English 104, Fundamentals of Composition 04/29/10

English 1A, English Composition 11/30/06

Math 310, Basic Mathematics 05/08/08

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Math 13, Intermediate Algebra 04/29/10

Math 63, Elementary Statistics 09/22/11

Counseling 15, Blueprint for Success 08/01/11

Counseling 17, Transfer to Four-Year Institution Simplified 08/01/11

Counseling 18, Planning Educational Futures 08/01/11

Biology 65, Wildlife Biology 11/10/05

Environmental Science 10, Environmental Science 10/28/10 Source: \\Do_data_whse\R&P\Curriculum\Course Outlines\6-Final B4. Enlace Innovative Pedagogy

At the heart of the Enlace pedagogy is culturally responsive teaching (CRT), a tool for creating an environment in which each student has equitable access to success. Enlace CRT includes the following elements:

 Communication of high expectations

 Active teaching methods that promote student engagement

 Teacher as facilitator

 Positive perspectives on families and communities of culturally and linguistically diverse students

 Cultural sensitivity

 Reshaping the curriculum so it is culturally responsive to the background of students

 Culturally mediated instruction, characterized by the use of culturally mediated cognition, culturally appropriate social situations for learning, and culturally valued knowledge in curriculum content.

 Student controlled classroom discourse

 Small group instruction and academically-related discourse

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the development of Latin@ students’ basic skills and in the transition of Latin@ students into academia in preparation for transfer. For instance, Enlace math classes are structured as problem-solving workshops. The Enlace math instructor serves as a facilitator and resource for students solving problems in collaborative groups, sharing responsibility for their learning and skill mastery. Enlace math courses are offered in sequence from developmental math to transfer level math. This strategic course offering facilitates learning communities and learning cohorts across time. The Enlace math course sequence is Math 310 (Basic Arithmetic), Math 11A (Introduction to Algebra), Math 13 (Intermediate Algebra), and Math 63 (Statistics). Enlace students beginning in Math 310, a developmental course, can maintain learning cohorts through four consecutive semesters, culminating in Math 63, a transfer level math course. In effect, students enroll in four consecutive Enlace math courses with the same Enlace student cohort, same Enlace culturally competent instructor, and same Enlace support services, a unique learning scaffold to maximize course success, persistence, and transfer.

District generated data confirms the effectiveness of the Enlace approach for Latin@

math students.

B5. Plans for future curricular development and/or program modifications

As the Latin@ EVC student population continues to grow, the Enlace Program will advocate to expand its’ offerings and services to meet their educational needs.

B6. Enlace Course Articulation Agreements

English 330, Improvement of Writing This is a prerequisite course to English 104/ Non transferable.

English 104, Fundamentals of Composition This is a prerequisite course to English 1A/ Non transferable.

English 1A, English Composition CSU GE: A2 & IGETC: 1A

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Math 11A/ Non transferable.

Math 11A, Elementary Algebra This is a prerequisite course to Math 13/Non transferable.

Math 13, Intermediate Algebra This is a prerequisite course to Math 63/Non transferable.

Math 63, Elementary Statistics CSU GE: B4 & IGETC: 2A Counseling 15, Blueprint for Success CSU transferable/EVC AA, AS,

applicable Counseling 17, Transfer to Four-Year

Institution Simplified EVC/AS, applicable Counseling 18, Planning Educational Futures CSU transferable/EVC AA,

AS, applicable

Biology 65, Wildlife Biology CSU GE: B2 & IGETC: 5B Environmental Science 10, Environmental Science CSU GE: B4 & IGETC: 5A,

5B

*See Appendix A for CSU GE

*See Appendix B for IGETC GE

B7. External accreditation or certification Not applicable to the Enlace Program

Part C: Student Outcomes

C1. Enlace courses with SLO’s

English 330, Improvement of Writing English 104, Fundamentals of Composition English 1A, English Composition

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Math 11A, Elementary Algebra Math 13, Intermediate Algebra

Math 63, Elementary Statistics

Counseling 15, Blueprint for Success

Counseling 17, Transfer to Four-Year Institution Simplified Counseling 18, Planning Educational Futures

Biology 65, Wildlife Biology

Environmental Science 10, Environmental Science

Course outlines and student learning objectives for all of these courses can be found at the following link:

\\Do_data_whse\r&p\Curriculum\Course Outlines\6 - Final

C2. Enlace Program SLO’s

On the program level, list all programs (and degrees) that have current student learning outcomes and provide the culture of evidence.

Enlace Program Student Learning Outcomes:

1. Enlace Orientation: Students will identify the various program components of Enlace: academics, counseling, mentoring, and extra-curricular

activities.

2. Enlace Counseling: Students will identify general education courses and understand their educational plan.

3. Special Event – Enlace Honors Society Conference: Provide tools which can contribute to student leadership.

*See Appendix C for SLO Assessment Data

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The Enlace Program SLO’s are evaluated by conducting pre and post surveys. Most of the surveys are generated via Survey Monkey. The assessment results and action plans include the following:



Enlace Orientation: In spring 2012, Pre and Post surveys were distributed before and after the Enlace Orientation. The Enlace Orientation was presented during two Enlace classroom visits. 65/65 pre-surveys and 60/65 post-surveys were completed, submitted and tabulated onto Survey Monkey. Action plan: Since this is the beginning of collecting assessment data, Annual review will begin in 2012/2013 to compare current data

against historical performance to evaluate student success.

*See Appendix D for Enlace Orientation SLO



Enlace Counseling: 29/29 Pre and Post surveys were conducted before and after individual counseling sessions in spring 2012. Action plan:

update Pre/Post Counseling Survey before spring 2013.

*See Appendix E Enlace Orientation/Counseling SLO



Special Event: In spring 2012, 117 Post conference surveys were provided to all conference participants. Action plan: A pre survey to measure accuracy will be provided to the participants next year, 2013/2014.

Part D: Faculty and Staff

The Enlace college staff consists of one full-time and two adjunct English Professors, a Math Professor, a Science Professor, a Program Counselor, a Program Coordinator, a Program Specialist, and a Math Instructional Support Assistant. Two bodies contribute to strategic planning and program evaluation: a college coordinating committee -the Enlace Coordinating Committee (ECC) - and a community advisory group - the Enlace Mentor Advisory Council (MAC). The following EVC faculty and staff from several different disciplines constitute the ECC:

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 Cynthia Burnham, Enlace Math/General Math

 Dr. Mirella Medina Burton, Enlace Counseling

 Dr. Frank Espinoza, Sociology

 Janina Espinoza, Work Experience

 Alfred Gonzalez, Enlace Science/General Science

 Elaine Ortiz Kristich, Counseling/Teaching & Learning Center Coordinator

 Lorena Mata, Librarian

 Vacant, Enlace Program Specialist

 Richard Regua, Enlace English/General English

 Rachel Rojas, Enlace English

 Jorge Vallin, Enlace Math Instructional Support Assistant

 Arturo Villarreal, Ethnic Studies/Anthropology

Education, Areas of Expertise, How Their Positions Contribute to the Program Success, and their Major Professional Development Activities

Staff

Vacant – Enlace Program Specialist Jorge Vallin

Faculty Amalia Alvarez Alfred Gonzalez

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Cynthia Burnham Elaine Ortiz Kristich

Raquel Rojas Richard Regua Mirella Medina Burton

Enlace Staff

Enlace Program Specialist ~ vacant Instructional Assistant ~ Vallin, Jorge Education

A.A. DeAnza CCC;

B.S., Science, S.J.S.U. In-Progress

Areas of Expertise: Mathematics, Spanish

How Position Contributes to Program Success: Jorge is a team player who works closely with the Enlace instructors. His excellent communication skills with both English and Spanish contribute to being a successful Enlace math tutor. The bilingual ability provides for challenging math concepts to be explained in the language that students bring with them to EVC. The examples are culturally relevant and as a result, students are highly engaged. The professors target students who are in need of extra help and make the referrals to Jorge.

Professional Development in the Past Six Years

A continuation of college courses taken includes, Spanish, Business Calculus, Religious Study and Accounting.

Other: Jorge served over seven years in an orchestra playing the violin. He currently holds the following office hours: Daily 9 to 6pm and Fridays 9 to 2pm.

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Professor Amalia Alvarez

Education

I hold an MFA in Creative Writing, Poetry from the University of California, Riverside (June 2008), an MA in English, Creative Writing from San Francisco State University (June 2006), and a BA in American Studies with a focus in Expressive Culture from the University of California, Santa Cruz (June 1998).

Areas of Expertise

I have an extensive background in creative non-fiction, the elements of essay composition, the writing process, Chican@ and Mexican American Literature, African American, contemporary American Literature, and Performance Studies.

How Position Contributes to Program Success

As an instructor of Enlace English 104, I support the improvement of student writing, reading, and critical thinking skills with a focus on short composition. In my course we build the aforementioned skills to a level of competence that will

foster student success in the next level of English, English 1A. Being Bilingual and bicultural are consistent with the program needs to understand the students.

I was awarded the North Country Institute for Writers of Color, Tuition Fellowship, Brooklyn, NY (July 11-13 2008). My one act play, Blazing, was selected for production at San Francisco State University’s Studio Theater, (March 13-17 2006). I received an honorable mention by the San Francisco Browning Society for my Dramatic Monologue,“Revolutionary Women Are More Beautiful” (2006).

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National Association For Ethnic Studies Conference in San Diego (April 3, 2009), the Moe Green Poetry Hour in Los Angeles (March 1, 2009), Hip Hop Califest at UC Riverside (April 30, 2008), the Colorado State University Latina

Empowerment Speaker Series (April 17, 2008), the UC Riverside Chancellor’s Office Arts Day (November 2007), the Cinco De Mayo Festival at Cerritos

College in Norwalk, CA (May 3, 2007), was the featured poet/performer at Poetry Mission Thursdays in San Francisco (October 12, 2006), and at the Heron Studios Gallery Opening in Aston, PA (November 14, 2008). I also produced and performed her one woman show, “La Chicana Super Hero,” at San Francisco State University (May 2006).

My recent publications include the following poems: "Pear Tree," BorderSenses Literary Magazine, Volume 15: Chimera, El Paso, TX (June 2009), “Is It Time Yet?” Hayden’s Ferry Review, Holiday Blog Contest For Poetry,

Arizona State University, Tempe, AZ (December 2008), “Linseed Oils Loosen and Spin,” Caesura, Literary Journal, City University of New York, College of Staten Island (Fall/Winter 2008), and “If I was Gonna...” Cipactli, Raza Studies Journal, SFSU (December 2007).

Professor Al Gonzalez

Science Component Coordinator:

Education: A.A., Liberal Studies Evergreen Valley College, Enlace student B.A., Environmental Studies, Honors Student, UCSC,

M.S., Forest and Environmental Science, Yale University Areas of Expertise: Accomplishments:

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 Internet enhanced both science classes.

 Established SACNAS component

 Article contributions to El Mentor

 Established the E.S. 10 Summer Field Trip

Curriculum Development: Annual SACNAS Conference, Peruse scientific Journals, Field Trips (Waste Water, Zanker Recycling & San Jose Recycling plant).

 My course outline is current for both ES 10 and Bio 65.

 Innovative pedagogy includes: Internet Enhanced Courses (both), Peer

tutoring & Honors, synchronous on-line chats.



Incorporate an “Internet Hybrid” ES 10 course and incorporate a field lecture camp trip for the Wildlife Biology course.

 Biology Faculty evaluations are conducted every other year.

How Position Contributes to Program Success:

Being Bilingual and bicultural are consistent with the program needs to understand the students. Enlace students have benefitted with participation from the following opportunities.

1. Enlace students visit universities and work place

a. SACNAS Math, Science & Engineering Departments spring-break University visits.

b. Professional Employee work-place visitation (Genetech-Lino Gonzalez) 2. Students receive mentoring and advise

Successful Student Learning Outcomes:

a. At least one graded essay written expected to be written at a college level.

b. A technical report - with a minimum of three paragraphs organized with a clear beginning, middle, and end, and organized appropriately to respond to the wording of the question. Students must demonstrate critical

thinking and writing skills leading to expressive or analytical essays, ability

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mastery of paragraph organization, with ideas developed clearly and logically.

c. Quizzes: Multiple choice, 1 word answer (matching) d. A final examination.

e. Biology uses the Scientific method as a step-by-step method of acquiring knowledge and establishing concepts and principles pertaining to natural phenomena. This mode of learning takes place in the lecture portion of the course where students learn to handle data & make logical and sound conclusions of concepts discussed and demonstrated.

2011 Supplemental Instructor Coordinator Training in Kansas City, Missouri 2011 Supplemental Instructor Workshop

2007-12 SACNAS Conference Attendee 2012 On-Line Teaching Conference at EVC 2012 CFT Convention delegate

Professor Guillermo Castilla Education

B.S., Universidad National Autonoma de Mexico (UNAM) Mathematics and Physics Licenciatura

M.A., University of California, Berkeley, Applied Mathematics

Ph.D. University of California, Los Angeles Condensed Matter Physics Theory Areas of Expertise ~ Mathematics

How Position Contributes to program Success

Guillermo is bilingual in both languages, English and Spanish. He was born in Mexico and brings with him a wealth of ethnic and cultural experiences which contribute to

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Guillermo was a Mathematics and Physics instructor at San Jose City College (SJCC) for approximately six years. He currently teaches full time at Evergreen Valley College.

Guillermo worked as a researcher at Brookhaven and Livermore National Laboratories and as a physics lecturer at Cal Poly San Luis Obispo. In the last 6 years, Guillermo has worked at Lockheed/Martin as an intern and he has attended conferences in Basic Skills Assessment.

Professor Cynthia Burnham Education

B.S., University of State of New York

M.A., University of California, Berkeley ~ Mathematics Areas of Expertise ~ Mathematics

This position has contributed to program success by expanding and developing the Enlace Mathematics Component into its current form, as well as in teaching all the mathematics courses offered by the Enlace Program. Being Bilingual and bicultural are consistent with the program needs to understand the students.

Professional development includes completion of 45 quarter units of graduate courses in Mathematics Education from the University of Portland during sabbatical in 2005-2006, as well as attending conferences such as SACNAS, CCIE, CMC3 Tenured since 1996

2012 SACNAS Conference Attendee

Professor Elaine Ortiz Kristich

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A.A., Evergreen Valley College

B.A., Social Science/Multiple Subject Elementary Teacher Credential S.J.S.U.

M.A., Counselor Ed. S.J.S.U.

Areas of Expertise

Elaine has had extensive experience counseling students, in particular the Spanish speaking population. As a counselor she uses the holistic approach to better understand students as individuals. The holistic approach lends itself to provide counseling services with consideration for individual circumstances.

Elaine currently Co-chairs the EVC Transfer Coordinator position and recently taught the Counseling 17 class Transfer Simplified. Her Teacher Credential and previous teaching experiences offer insight to the teaching and learning profession. She also serves as the Teaching and Learning Coordinator where faculty and staff are provided with resources and workshops to enhance their professions. She shares the Enlace Program Chair position with Professor Richard Regua. Together they oversee the program and work toward completing a strategic plan for the Enlace Program.

Students are empowered by information leading to their enrollment with the Enlace classes during general counseling sessions. The assignment of Transfer Coordinator provides for essential updates to teach the Transfer Simplified class. This class specifically enhances opportunities for Latin@ transfers. Being Bilingual and bicultural are consistent with the program needs.

Professional Development in the Past Six Years 2009 Latina Leadership Conference attendee

2006-2012 Coordinated the EVC Latin@ Heritage Month Events

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2011 Completed CCC Confer Training 2011 SACNAS Conference attendee

2012 EVC IPad Security Workshop, attendee

2012 The EVC Hispanic White House Summit, attendee 2012 CFT Convention delegate

2012 June/Online Teaching Conference at EVC

Professor Raquel C. Rojas Education

B.A., S.F.S.U.,

M.A., English/Reading, San Diego University

Professor Rojas completed a Post-Secondary Reading Certificate at San Francisco State University, a Masters in Liberal Arts and Sciences, with an emphasis on Mexican-American Literature, Creative Writing, and History at San Diego State University, and a Bachelors of Arts in English—Creative Writing from San Francisco State University

Professor Raquel C. Rojas embarked on the journey of making higher education a part of her career by working in a variety of areas that allowed her to interact with a diverse student population, in particular a population of under-represented students. As an English and Reading instructor for the Enlace Program at Evergreen Valley College, her objective is to help under-represented Chicano/Latino students successfully complete basic skill and transfer level English courses. Professor Rojas’ course curriculum and reading materials represent multi-cultural perspectives;

therefore, students are educated about commonalities between these different ethnic groups.

Disabilities Support Program Program Review